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Statutory Curriculum

 
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

All pupils should be taught to:
  • develop their capability, creativity and knowledge in computer science, digital media and information technology
  • develop and apply their analytic, problem-solving, design, and computational thinking skills
  • understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns.

 

Places to look for cross-curricular support

Most sensible to start in En, Ma, Sc first as all pupils do them so find a spread in these and its job done. Ask colleagues to identify one or two examples in the list in their exisiting documentation.

Abstractions – Art and design, music, science. Any simplified model or representation of something is an abstraction so you will find many abstractions in any subject that draws diagrams. In English and music it could be related to metaphors and similes but design and technology will provide concrete examples. Mathematical models in spreadsheets eg generating random numbers to simulate throwing dice are abstractions of the physical world.

Algorithms – Any subject that uses sequences of instructions. Science to carry out an investigation, a sequence of steps to solve an equation in maths, a sequence of operations in art to achieve perspective, in English as set of instructions to systematically check grammar and spellings.

Decomposition – Any subject where a large complex issue or topic is broken down into simpler parts. English – Words are made of phonemes, sentences are made of words, paragraphs are made of sentences etc. Maths – Pretty well the whole of maths is complex systems made up from simple defined axioms such as numbers and operators. We put labels on eg fractions so we can do things with them without worrying about the internal details that make them up – that relates to abstraction too. Science – control of variables to reduce a complex system into its parts so each can be isolated from the effects of the others to see its effect. Dcomposition of complex objects eg a cell in biology into its component parts. Elements, compounds and mixtures in chemistry.

Creativity/Digital Media – Any use of IT in other subjects especially drawing diagrams in a vector program, originating and editing audio for podcasts etc, editing and using video to support coursework.

Analysis problem solving – Ask colleagues in EN, MA, SC to nominate one problem solving activity related to their subject that would lend itself to technology support.

E-safety. PHSE, tutor time. All pupils to present an e-portfolio linked to some basic e-safety criteria that demonstrates they understand the issues. (You can use the learning site at ww.theingots.org for free to do this as part of the Baseline testing project)

 

 

 

 

 

 

 

 

 

 

 

Learning Outcomes and Assessment Criteria

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